This document aligns the old NSW Maths Syllabus and the NSW Maths Syllabus, for the

Australian Curriculum.

Text / information pertaining to the new Maths for the Australian Curriculum is in blue, while all black text pertains to the old (current until 2014) Maths Syllabus

Strands K-6 Mathematics Syllabus (Old) Working Mathematically WM Number N Patterns and Algebra PAS Data D Measurement M Space and Geometry SG

K-6 Mathematics Syllabus (NEW)

Working Mathematically MA-WM Number and Algebra MA-NA Measurement and Geometry MA-MG Statistics and Probability MA-SP

Overall Organisation of Syllabus

chance strand is now in statistics and probability not number patterns and algebra strand is now in number data is not a strand on its own. it is now found in statistics and probability

Organsation of the New Maths Syllabus

Working Mathematically Outcomes (Old)

Working Mathematically Outcomes (New)
Students:
develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication and reasoning Process Students develop understanding and fluency through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication and reasoning EARLY STAGE 1 Describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM STAGE 1 Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols MA1-1WM STAGE 2 Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM STAGE 3 Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM

Questioning Students ask questions in relation to mathematical situations and their mathematical experiences Applying Strategies Students develop, select and use a range of strategies, including the selection and use of appropriate technology, to explore and solve problems

WMES1.1 Asks questions that could be explored using mathematics in relation to Early Stage 1 content WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems

WMS1.1 Asks questions that could be explored using mathematics in relation to Stage 1 content WMS1.2 Uses objects, diagrams, imagery and technology to explore mathematical problems

WMS2.1 Asks questions that could be explored using mathematics in relation to Stage 2 content WMS2.2 Selects and uses appropriate mental or written strategies, or technology, to solve problems

WMS3.1 Asks questions that could be explored using mathematics in relation to Stage 3 content WMS3.2 Selects and applies appropriate problemsolving strategies, including technological applications, in undertaking investigations * selects and applies appropriate problemsolving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM

uses objects, actions, technology and/or trial and error to explore mathematical problems MAe-2WM

uses objects, diagrams and technology to explore mathematical problems MA1-2WM

*selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-2WM

Reasoning Students develop and use processes for exploring relationships, checking solutions and giving reasons to support their conclusions

WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions

WMS1.4 Supports conclusions by explaining or demonstrating how answers were obtained *supports conclusions by explaining or demonstrating how answers were obtained MA1-3WM

WMS2.4 Checks the accuracy of a statement and explains the reasoning used

WMS3.4 Gives a valid reason for supporting one possible solution over another

*uses concrete materials and/or pictorial representations to support conclusions MAe-3WM

*checks the accuracy of a statement and explains the reasoning used MA2-3WM

*gives a valid reason for supporting one possible solution over another MA3-3WM

Reflecting Students reflect on their experiences and critical understanding to make connections with, and generalisations about, existing knowledge and understanding

WMES1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content

WMS1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 1 content

WMS2.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 2 content

WMS3.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 3 content

Number Outcomes
Number and Algebra (New)
Students: develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisation EARLY STAGE 1 NES1.1 Counts to 30, and orders, reads and represents numbers in the range 0 to 20 *counts to 30, and orders, reads and represents numbers in the range 0 to 20 MAe-4NA STAGE 1 NS1.1 Counts, orders, reads and represents two- and threedigit numbers STAGE 2 NS2.1 Counts, orders, reads and records numbers up to four digits STAGE 3 NS3.1 Orders, reads and writes numbers of any size

Substrand Whole Numbers Students develop a sense of the relative size of whole numbers and the role of place value in their representation

*applies place value, informally, to count, order, read and represent two- and three-digit numbers MA1-4NA

*applies place value to order, read and represent numbers of up to five digits MA2-4NA

*orders, reads and represents integers of any size and describes properties of whole numbers MA3-4NA

Addition and Subtraction Students develop facility with number facts and computation with progressively larger numbers in addition and subtraction and an appreciation of the relationship between those facts

NES1.2 Combines, separates and compares collections of objects, describes using everyday language and records using informal methods

NS1.2 Uses a range of mental strategies and informal recording methods for addition and subtraction involving one- and twodigit numbers

NS2.2 Uses mental and written strategies for addition and subtraction involving two-, three- and four-digit numbers

NS3.2 Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size

*combines, separates and compares collections of objects, describes using everyday language, and records using informal methods MAe-5NA

*uses a range of strategies and informal recording methods for addition and subtraction involving one- and twodigit numbers MA1-5NA

*uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers MA2-5NA

*selects and applies appropriate strategies for addition and subtraction with counting numbers of any size MA3-5NA

Multiplication and Division Students develop facility with number facts and computation with progressively larger numbers in multiplication and division and an appreciation of the relationship between those facts

NES1.3 Groups, shares and counts collections of objects, describes using everyday language and records using informal methods *groups, shares and counts collections of objects, describes using everyday language, and records using informal methods MAe-6NA

NS1.3 Uses a range of mental strategies and concrete materials for multiplication and division *uses a range of mental strategies and concrete materials for multiplication and division MA1-6NA

NS2.3 Uses mental and informal written strategies for multiplication and division

NS3.3 Selects and applies appropriate strategies for multiplication and division

*uses mental and informal written strategies for multiplication and division MA2-6NA

*selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation MA3-6NA

Fractions and Decimals Students develop an understanding of the parts of a whole, and the relationships between the different representations of fractions

NES1.4 Describes halves, encountered in everyday contexts, as two equal parts of an object

NS1.4 Describes and models halves and quarters, of objects and collections, occurring in everyday situations

NS2.4 Models, compares and represents commonly used fractions and decimals, adds and subtracts decimals to two decimal places, and interprets everyday percentages *represents, models and compares commonly used fractions and decimals MA2-7NA

NS3.4 Compares, orders and calculates with decimals, simple fractions and simple percentages

*describes two equal parts as halves MAe-7NA

*represents and models halves, quarters and eighths MA1-7NA

*compares, orders and calculates with fractions, decimals and percentages MA3-7NA

Substrand
Patterns and Algebra now in Number not a separate strand

EARLY STAGE 1

STAGE 1

STAGE 2

STAGE 3

Patterns and Algebra Students develop skills in creating, describing and recording number patterns as well as an understanding of the relationships between numbers

PAES1.1 Recognises, describes, creates and continues repeating patterns and number patterns that increase or decrease

PAS1.1 Creates, represents and continues a variety of number patterns, supplies missing elements in a pattern and builds number relationships

PAS2.1 Generates, describes and records number patterns using a variety of strategies and completes simple number sentences by calculating missing values

PAS3.1a Records, analyses and describes geometric and number patterns that involve one operation using tables and words PAS3.1b Constructs, verifies and completes number sentences involving the four operations with a variety of numbers

*recognises, describes and continues repeating patterns MAe-8NA

*creates, represents and continues a variety of patterns with numbers and objects MA1-8NA

*generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values MA2-8NA

*analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points on the Cartesian plane MA3-8NA

Chance strand is no longer in number strand. It is in statistics and probability Patterns and algebra strand is now in number and algebra. Data is in statistics and probability

Space and Geometry (Old)

Measurement and Geometry (New)
Students: identify, visualise and quantify measures and the attributes of shapes and objects, and explore measurement concepts and geometric relationships, applying formulas, strategies and geometric reasoning in the solution of problemsMeasurement Substrand Length Students distinguish the attribute of length and use informal and metric units for measurement EARLY STAGE 1 MES1.1 Describes length and distance using everyday language and compares lengths using direct comparison STAGE 1 MS1.1 Estimates, measures, compares and records lengths and distances using informal units, metres and centimetres STAGE 2 MS2.1 Estimates, measures, compares and records lengths, distances and perimeters in metres, centimetres and millimetres * measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures MA2-9MG MS2.2 Estimates, measures, compares and records the areas of surfaces in square centimetres and square metres *measures, records, compares and estimates areas using square centimetres and square metres MA2-10MG MS2.3 Estimates, measures, compares and records volumes and capacities using litres, millilitres and cubic centimetres STAGE 3 MS3.1 Selects and uses the appropriate unit and device to measure lengths, distances and perimeters

*describes and compares lengths and distances using everyday language MAe-9MG

*measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres MA1-9MG

*selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length MA3-9MG

Area Students distinguish the attribute of area and use informal and metric units for measurement

MES1.2 Describes area using everyday language and compares areas using direct comparison

MS1.2 Estimates, measures, compares and records areas using informal units

MS3.2 Selects and uses the appropriate unit to calculate area, including the area of squares, rectangles and triangles *selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles MA3-10MG MS3.3 Selects and uses the appropriate unit to estimate and measure volume and capacity, including the volume of rectangular prisms *selects and uses the appropriate unit to estimate, measure and calculate volumes and capacities, and converts between units of capacity MA3-11MG MS3.4 Selects and uses the appropriate unit and measuring device to find the mass of objects

*describes and compares areas using everyday language MAe-10MG

*measures, records, compares and estimates areas using uniform informal units MA1-10MG

Volume and Capacity Students recognise the attribute of volume and use informal and metric units for measuring capacity or volume

MES1.3 Compares the capacities of containers and the volumes of objects or substances using direct comparison

MS1.3 Estimates, measures, compares and records volumes and capacities using informal units

*describes and compares the capacities of containers and the volumes of objects or substances using everyday language MAe-11MG Mass Students recognise the attribute of mass through indirect and direct comparisons, and use informal and metric units for measurement MES1.4 Compares the masses of two objects and describes mass using everyday language

* measures, records, compares and estimates volumes and capacities using uniform informal units MA1-11MG

* measures, records, compares and estimates volumes and capacities using litres, millilitres and cubic centimetres MA2-11MG

MS1.4 Estimates, measures, compares and records the masses of two or more objects using informal units *measures, records, compares and estimates the masses of objects using uniform informal units MA1-12MG

MS2.4 Estimates, measures, compares and records masses using kilograms and grams

*describes and compares the masses of objects using everyday language MAe-12MG

*measures, records, compares and estimates the masses of objects using kilograms and grams MA2-12MG

*selects and uses the appropriate unit and device to measure the masses of objects, and converts between units of mass MA3-12MG

Time Students develop an understanding of the passage of time, its measurement and representations, through the use of everyday language and experiences

MES1.5 Sequences events and uses everyday language to describe the duration of activities

MS1.5 Compares the duration of events using informal methods and reads clocks on the half-hour

MS2.5 Reads and records time in one-minute intervals and makes comparisons between time units

MS3.5 Uses twenty-four hour time and am and pm notation in real-life situations and constructs timelines * uses 24-hour time and am and pm notation in real-life situations, and constructs timelines MA3-13MG

*sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks MAe-13MG EARLY STAGE 1

* describes, compares and orders durations of events, and reads halfand quarter-hour time MA1-13MG

* reads and records time in one-minute intervals and converts between hours, minutes and seconds MA2-13MG STAGE 2

Substrand
Space and Geometry now in Measurement and Geometry

STAGE 1

STAGE 3

Three-dimensional Space Students develop verbal, visual and mental representations of threedimensional objects, their parts and properties, and different orientations

SGES1.1 Manipulates, sorts and represents threedimensional objects and describes them using everyday language

SGS1.1 Sorts, describes and represents threedimensional objects including cones, cubes, cylinders, spheres and prisms, and recognises them in pictures and the environment

SGS2.1 Makes, compares, describes and names three-dimensional objects including pyramids, and represents them in drawings

SGS3.1 Identifies threedimensional objects, including particular prisms and pyramids, on the basis of their properties, and visualises, sketches and constructs them given drawings of different views

*manipulates, sorts and represents threedimensional objects and describes them using everyday language MAe-14MG

*sorts, describes, represents and recognises familiar threedimensional objects, including cones, cubes, cylinders, spheres and prisms MA1-14MG

*makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG

*identifies threedimensional objects, including prisms and pyramids, on the basis of their properties, and visualises, sketches and constructs them given drawings of different views MA3-14MG SGS3.2a Manipulates, classifies and draws two-dimensional shapes and describes side and angle properties

Two-dimensional Space Students develop verbal, visual and mental representations of lines, angles and twodimensional shapes, their parts and properties, and different orientations

SGES1.2 Manipulates, sorts and describes representations of two-dimensional shapes using everyday language

SGS1.2 Manipulates, sorts, represents, describes and explores various twodimensional shapes

SGS2.2a Manipulates, compares, sketches and names twodimensional shapes and describes their features

*manipulates, sorts and describes representations of two-dimensional shapes, including circles, triangles, squares and rectangles, using everyday language MAe-15MG

* manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons MA1-15MG

* manipulates, identifies and sketches twodimensional shapes, including special quadrilaterals, and describes their features MA2-15MG

* manipulates, classifies and draws twodimensional shapes, including equilateral, isosceles and scalene triangles, and describes their properties MA3-15MG

SGS2.2b Identifies, compares and describes angles in practical situations *identifies, describes, compares and classifies angles MA2-16MG

SGS3.2b Measures, constructs and classifies angles

*measures and constructs angles, and applies angle relationships to find unknown angles MA3-16MG SGS3.3 Uses a variety of mapping skills

Position Students develop their representation of position through precise language and the use of grids and compass directions

SGES1.3 Uses everyday language to describe position and give and follow simple directions

SGS1.3 Represents the position of objects using models and drawings and describes using everyday language

SGS2.3 Uses simple maps and grids to represent position and follow routes

*describes position and gives and follows simple directions using everyday language MAe-16MG

*represents and describes the positions of objects in everyday situations and on maps MA1-16MG

*uses simple maps and grids to represent position and follow routes, including using compass directions MA2-17MG

*locates and describes position on maps using a grid-reference system MA3-17MG

Data (Old)
Statistics and Probability (New)
Students: collect, represent, analyse, interpret and evaluate data, assign and use probabilities, and make sound judgements

Substrand Data Students inform their inquiries through gathering, organising, tabulating and graphing data

EARLY STAGE 1 DES1.1 Represents and interprets data displays made from objects and pictures

STAGE 1 DS1.1 Gathers and organises data, displays data using column and picture graphs, and interprets the results

STAGE 2 DS2.1 Gathers and organises data, displays data using tables and graphs, and interprets the results

STAGE 3 DS3.1 Displays and interprets data in graphs with scales of many-to-one correspondence

*represents data and interprets data displays made from objects MAe-17SP

*gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results MA1-17SP

Chance Students develop an understanding of the application of chance in everyday situations and an appreciation of the difference between theoretical and experimental probabilities

No outcome at this Stage

NS1.5 Recognises and describes the element of chance in everyday events *recognises and describes the element of chance in everyday events. MA1-SP19

*selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs MA2-18SP NS2.5 Describes and compares chance events in social and experimental contexts

*uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables MA3-18SP NS3.5 Orders the likelihood of simple events on a number line from zero to one

*describes and compares chance events in social and experimental contexts MA2-19SP

*conducts chance experiments and assigns probabilities as values between 0 and 1 to describe their outcomes MA3-19SP

Foundation Statement EARLY STAGE 1 Working Mathematically Number Patterns and Algebra Measurement and Data Space and Geometry Students ask questions and explore mathematical problems. They use everyday language, materials and informal recordings to demonstrate understanding and link mathematical ideas. Students count to 30 and represent numbers to 20 with objects, pictures, numerals and words and read and use ordinal numbers to at least tenth place. They manipulate objects to model addition and subtraction, multiplication and division. Students divide objects into two equal parts and describe them as halves. They recognise coins and notes. Students recognise, describe and continue patterns that increase or decrease. Students identify length, area, volume, capacity and mass and compare and arrange objects according to these attributes. They name the days of the week and the seasons and they order events in a school day, telling the time on the hour. Students use objects and pictures to create a data display and interpret data. Students manipulate, sort and describe 3D objects using everyday language. They manipulate, sort and describe 2D shapes,identifying circles, squares, triangles and rectangles. Students give and follow simple directions and describe position using everyday language. By the end of Early Stage 1, students ask questions and use known facts to explore mathematical problems and develop fluency with mathematical ideas. They use everyday language, concrete materials and informal recordings to demonstrate understanding and link mathematical ideas. Students count to 30 and represent numbers to 20 with objects, pictures, numerals and words. They read and use ordinal numbers to at least 'tenth'. Students use concrete materials to model addition, subtraction, multiplication and division. They use the language of money and recognise the coins and notes of the Australian monetary system. Students divide objects into two equal parts and describe them as halves. They recognise, describe and continue repeating patterns of objects and drawings. Students identify length, area, volume, capacity and mass, and compare and arrange objects according to these attributes. They manipulate, sort and represent three-dimensional objects and describe them using everyday language. Students manipulate, sort and describe representations of two-dimensional shapes, identifying circles, squares, triangles and rectangles. They connect events and the days of the week and explain the order and duration of events, telling the time on the hour. Students give and follow simple directions and describe position using appropriate language. Students answer simple questions to collect information. They use objects to create a data display and interpret data.

STAGE 1 Working Mathematically Number Patterns and Algebra Measurement and Data Space and Geometry Students ask questions and use objects, diagrams and technology to explore mathematical problems. They link mathematical ideas and use everyday language, some mathematical language and diagrams to explain how answers were obtained. Students count, order, read and write numbers up to 999 and use a range of mental strategies, informal recording methods and materials to add, subtract, multiply and divide. They model and describe objects and collections divided into halves and quarters. Students sort, order and count money and recognise and describe the element of chance in familiar activities. Students describe, create and continue a variety of number patterns and relate addition and subtraction facts to at least 20. Students estimate, measure, compare and record using informal units for length, area, volume, capacity and mass. They recognise the need for formal units of length and use the metre and centimetre to measure length and distance. Students use a calendar to identify the date and name and order the months and the seasons of the year. They use informal units to compare and order the duration of events and tell the time on the half-hour. Students gather, organise, display and interpret data using column and picture graphs. Students identify, describe, sort and model particular 3D objects and 2D shapes. They represent and describe the position of objects. By the end of Stage 1, students ask questions and use known facts, objects, diagrams and technology to explore mathematical problems and develop mathematical fluency. They link mathematical ideas and use appropriate language and diagrams to explain strategies used. Students count, order, read and write two- and three-digit numbers and use a range of strategies and recording methods. They use mental strategies and concrete materials to add, subtract, multiply and divide, and solve problems. Students model and describe objects and collections divided into halves, quarters and eighths. They associate collections of Australian coins with their value. They use place value to partition numbers. Students describe and continue a variety of number patterns and build number relationships. They relate addition and subtraction facts for sums to at least 20. Students estimate, measure, compare and record using informal units for length, area, volume, capacity and mass. They recognise the need for formal units of length and use the metre and centimetre to measure length and distance. They use a calendar to identify the date and name and order the months and the seasons of the year. Students use informal units to compare and order the duration of events and tell the time on the half- and quarter-hour. They identify, describe, sort and model particular three-dimensional objects and two-dimensional shapes. Students represent and describe the position of objects and interpret simple maps. Students collect, organise, display and interpret data using lists, tables and picture graphs. They recognise and describe the element of chance in everyday events.

STAGE 2 Working Mathematically Number Patterns and Algebra Measurement and Data Space and Geometry Students ask questions and use appropriate mental or written strategies, and technology, to solve problems. They use appropriate terminology to describe and link mathematical ideas, check statements for accuracy and explain reasoning. Students count, order, read and record numbers up to 9999 and use mental and written strategies, including the formal written algorithm, to solve addition and subtraction problems involving numbers of up to four digits. They use mental strategies to recall multiplication facts up to 10 x 10 and related division facts and use informal written strategies for multiplication and division of two-digit numbers by one-digit numbers. Students model, compare and represent simple fractions and recognise percentages in everyday situations and they model, compare, represent, add and subtract decimals to two decimal places. Students perform simple calculations with money and conduct simple chance experiments. Students generate, describe and record number patterns and relate multiplication and division facts to at least 10 x 10. Students estimate, measure, compare and record length, area, volume, capacity and mass using some formal units. They read and record time in hours and minutes in digital and analogue notation and make comparisons between time units. Students gather and organise data to create and interpret tables and graphs. Students name, describe and sketch particular 3D objects and 2D shapes. They compare angles using informal means and describe a right angle. Students use coordinates to describe position and compass points to give and follow directions By the end of Stage 2, students ask questions and use efficient mental and written strategies with increasing fluency to solve problems. They use technology to investigate mathematical concepts and check their solutions. Students use appropriate terminology to describe and link mathematical ideas, check statements for accuracy and explain their reasoning. Students count, order, read and record numbers of up to five digits. They use informal and formal mental and written strategies to solve addition and subtraction problems. Students use mental strategies to recall multiplication facts up to 10 10 and related division facts. They use informal written strategies for multiplication and division of two-digit numbers by one-digit numbers. Students represent, model and compare commonly used fractions, and model, compare and represent decimals of up to two decimal places. Students perform simple calculations with money and solve simple purchasing problems. They record, describe and complete number patterns and determine missing numbers in number sentences. Students recognise the properties of odd and even numbers. Students estimate, measure, compare, convert and record length, area, volume, capacity and mass using formal units. They read and record time in hours and minutes, convert between units of time, and solve simple problems involving the duration of time. Students name, describe and sketch particular three-dimensional objects and two-dimensional shapes. They combine and split two-dimensional shapes to create other shapes. They compare angles using informal means and classify angles according to their size. Students use a grid-reference system to describe position, and compass points to give and follow directions. They make simple calculations using scales on maps and plans. Students collect and organise data, and create and interpret tables and picture and column graphs. They list all possible outcomes of everyday events, and describe and compare chance events in social and experimental contexts.

Stage 3 Working Mathematically Number Patterns and Algebra Measurement and Data nSpace and Geometry Students ask questions and undertake investigations, selecting appropriate technological applications and problem-solving strategies. They use mathematical terminology and some conventions and they give valid reasons when comparing and selecting from possible solutions, making connections with existing knowledge and understanding. Students read, write and order numbers of any size, selecting and applying appropriate mental, written or calculator strategies for the four operations. They compare, order and perform calculations with simple fractions, decimals and simple percentages and apply the four operations to money in real-life situations. Students place the likelihood of simple events in order on a number line from 0 to 1. Students record and describe geometric and number patterns using tables and words. They construct, verify and complete number sentences involving the four operations. Students select and use the appropriate unit to estimate, measure and calculate length, area, volume, capacity and mass. They use 24-hour time in real-life situations and construct timelines. Students draw and interpret a variety of graphs using a scale. Students construct and classify 3D objects and 2D shapes and compare and describe their properties. They measure, construct and classify angles and make simple calculations using scale. By the end of Stage 3, students ask questions and undertake investigations, selecting appropriate technological applications and problem-solving strategies to demonstrate fluency in mathematical techniques. They use mathematical terminology and some conventions, and they give valid reasons when comparing and selecting from possible solutions, making connections with existing knowledge and understanding. Students select and apply appropriate mental, written or calculator strategies for the four operations and check the reasonableness of answers using estimation. They solve word problems and apply the order of operations to number sentences where required. Students identify factors and multiples and recognise the properties of prime, composite, square and triangular numbers. They connect fractions, decimals and percentages as different representations of the same value. Students compare, order and perform calculations with simple fractions, decimals and percentages and apply the four operations to money in real-life situations. Students record, describe and continue geometric and number patterns, and they find missing numbers in number sentences. They locate an ordered pair in any one of the four quadrants on the Cartesian plane. Students select and use the appropriate unit to estimate, measure and calculate length, area, volume, capacity and mass. They make connections between capacity and volume, and solve problems involving length and area. Students use 24-hour time in real-life situations, construct and interpret timelines and use timetables. They convert between units of length, units of capacity and units of mass. They construct and classify three-dimensional objects and twodimensional shapes, and compare and describe their features, including line and rotational symmetries. Students measure and construct angles, and find unknown angles in diagrams using known angle results. They use a grid-reference system to locate landmarks and describe routes using landmarks and directional language. Students use appropriate data collection methods to interpret and analyse sets of data and construct a range of data displays. They assign probabilities as fractions, decimals or percentages in simple chance experiments.